Roundtable Discussions Assignment

Psycho-Social Aspects of PE

Dr. Cummiskey

First select one article or website you would like to present from the list on page 3 and 4. Next, click on the Vista discussion labeled “roundtable article selection.” Enter the name of the article (if it has not already been selected), your name, and your partner’s name. The last four articles listed are available in Vista and do not require downloading from the CCSU library website. For the three websites listed, summarize at least two sections of the website which may be useful for future behavior management or motivation.

To download an article, follow these steps:

  1. Go to the Central Pipeline at
  2. Login and click the “Library Digital Resources” link in the lower right hand corner
  3. Click on Academic Search Premier (a database search engine for academic journal articles)
  4. Click on the “Advanced Search” tap near the top/middle of the page
  5. You may search via title, author, journal, and other parameters. Be careful not to put in too much information. If you cannot locate a copy, choose another or use the library paper stacks.
  6. Click the “Search button”
  7. Find your article in the list and click “Find a Copy”
  8. Click the first “Go” and follow the steps for downloading/opening your article (Make sure your pop-up blocker is disabled because new windows will open)
  9. If you are unable to download the article, go to the library and read the shelved copies of the journal itself.

To turn in:

  1. Page 1: Each group will write ONE summary of the article. This should be in paragraph form, use complete sentences, and be between ¾ and 1 full page (single spaced)
  2. Page 2: An outline of the article to cue you during the roundtable (similar to a table of contents). The outline should not exceed one full page.
  3. A minimum of four questions to utilize during the discussion
  4. Items 2 and 3 should be combined on one sheet
  5. ***Email the assignment to me as a Microsoft Word (97-03 format) attachment by the due date.

Roundtables involve discussing an article to a group of your peers for 8 minutes. During the first four minutes, summarize the article. During the remaining time, lead a discussion with those individuals at your table. Create open-ended questions which are interesting, engaging, and promote discussion. Avoid questions where the participants can answer with yes or no responses. When time expires, a new group of individuals will rotate to your table and the discussion begins again.

The individuals at your table will not have read the article previously, remember to educate them enough to partake in an educated discussion.

Names: ______

Your presentation will be graded according to the following rubric:

Criteria / Insufficient / Developing / Target
Content
(1) /
  • Major concepts from the article are missing or inaccurate
  • No insights or trite/unimaginative insights
  • Important points of article are ignored while addressing more trivial information
/
  • Major concepts of the article are not explained properly or are not given proper emphasis
  • Common or typical insights
  • Some attention to non-important sections of article
/
  • Effective summary true to the article addressing major points
  • Quality insights and reflections (thoughtful)
  • Prioritizes and addresses major points of article

Organization
(1) /
  • Audience has difficulty following presentation because student jumps around
  • Major breaks in presentation.
  • Numbered sections not used or are unclear
/
  • Student presents information in logical sequence which audience can follow
  • Some disorganization or lack of continuity.
/
  • Student presents information in logical, interesting sequence which audience can follow
  • Clear and distinct all the time with good transitions

Length
(1) /
  • Less than 3 minutes (not including questioning)
  • More than six minutes in either the summary or discussion
/
  • 3-4 minutes (not including questions), more than 6 minutes
  • More than 5 minutes in either the summary or discussion
/
  • 4-6 minutes (not including questions)
  • Balance of summary versus discussion time

Eye Contact
(.5) /
  • Frequently reads whole passages article or write-up.
  • Little eye contact
/
  • Some over-reliance on outline but students maintain eye contact most of the time
/
  • Use of outline as a guide.
  • Maintains eye contact with audience

Questions
(.5) /
  • Questions are not open-ended in nature.
  • Discussion fails to take root
/
  • Uses open-ended questions but they fail to adequately engage listeners.
  • Questions are elementary or obvious
/
  • Uses open-ended questions which facilitate discussion.
  • Questions are engaging and entice responses.

Write-up
Sentence Structure
(1) /
  • Errors in spelling, punctuation and capitalization that interfere with communication
  • Not proofread
  • Sentence structure unclear, verbose
/
  • Few errors in spelling, punctuation and capitalization relative to length and complexity
  • Evidence of proofreading
  • Clear sentence structure
/
  • Excellent control of spelling, punctuation and capitalization
  • Careful proofreading
  • Concise sentence structure

-2 if written summary is not provided in class.

-2 email not provided with summary, outline, and discussion questions

Roundtable Article Choices

  • Be careful not to select an article already chosen. You will not be given credit for duplicates.
  • If you would like to do an article related to behavior management not listed below, send me an email requesting authorization.
  1. Torey Hayden’s teacher lore: classroom behavior management of children with emotional and behavioral disorders. By: Marlowe, Mike; Disney, Gayle. Teachers & Teaching, Jun2006, Vol. 12 Issue 3, p289-304,
  2. The key to successful behaviour management is…you! By: Craig, Phil. Education Review, Winter2005, Vol. 19 Issue 1, p65-70, 6p; (AN 23004497)
  3. Effective Reinforcement Techniques in Elementary Physical Education: The Key to Behavior Management. By: Downing, John; Keating, Tedd; Bennett, Carl. Physical Educator, Fall2005, Vol. 62 Issue 3, p114-122, 9p, 1
  4. Behavior Management. By: Obenchain, Kathryn M.; Taylor, Shanon S.. Clearing House, Sep/Oct2005, Vol. 79 Issue 1, p7-11, 5p
  5. ‘They think that swearing is okay’: first lessons in behaviour management. By: McNally, Jim; I'anson, John; Whewell, Claire; Wilson, Gary. Journal of Education for Teaching, Aug2005, Vol. 31 Issue 3, p169-185, 17p;
  6. The case for Individualizing behavior management approaches in inclusive classrooms. By: Herbert Grossman. Emotional & Behavioural Difficulties, Mar2005, Vol. 10 Issue 1, p17-32, 16p
  7. Using Peer Tutoring as a Successful Part of Behavior Management. By: Tournaki, Nelly; Criscitiello, Emilio. Teaching Exceptional Children, Nov/Dec2003, Vol. 36 Issue 2, p22-29, 8p;
  8. Development, Implementation, and Sustainability of Comprehensive School-Wide Behavior Management Systems. By: Rosenberg, Michael S.; Jackman, Lori A.. Intervention in School & Clinic, Sep2003, Vol. 39 Issue 1, p10-21, 12p, 2
  9. School-based behavior management of cursing, hitting, and spitting in a girl with profound retardation. By: Kee, Marvin; Hill, Susan M.; Weist, Mark D.. Education & Treatment of Children, May99, Vol. 22 Issue 2, p171, 8p
  10. Six Factors Inhibiting the Use of Peer Mediation in a Junior High School. By: Theberge, Susan K.; Karan, Orv C.. Professional School Counseling, Apr2004, Vol. 7 Issue 4, p283-290, 8p
  11. Pupils Resolving Disputes: Successful Peer Mediation Schemes Share Their Secrets. By: Cremin, H.. Support for Learning, Aug2002, Vol. 17 Issue 3, p138-143, 6p;
  12. Good Training is Not Enough: Research on Peer Mediation Program Implementation. By: Bickmore, Kathy. Social Alternatives, Jan2002,
  13. Teaching Responsibility in Physical Education: Standards, Outcomes, and Beyond. By: Parker, Melissa; Hellison, Don. JOPERD: The Journal of Physical Education, Recreation & Dance, Nov2001, Vol. 72 Issue 9, p25, 4p,
  14. CHARACTER EDUCATION. By: Benninga, Jaques S.; Berkowitz, Marvin W.; Kuehn, Phyllis; Smith, Karen. Current, Sep2006 Issue 485, p22-26, 5p
  15. Creating School Climates That Prevent School Violence. By: Peterson, Reece L.; Skiba, Russell. Social Studies, Jul/Aug2001, Vol. 92 Issue 4, p167, 9p; (AN 4975747)
  16. A Practical Plan for Managing the Behavior of Students with Disabilities in General Physical Education. By: Lavay, Barry; French, Ron; Henderson, Hester. JOPERD: The Journal of Physical Education, Recreation & Dance, Feb2007, Vol. 78 Issue 2, p42-48, 7p
  17. UNDERSTANDING MOTIVATION OF UNDERSERVED YOUTH IN PHYSICAL ACTIVITY SETTINGS. By: Newton, Maria; Watson, Doris L.; Mi-Sook Kim; Beacham, Abbie O.. Youth & Society, Mar2006, Vol. 37 Issue 3, p348-371, 24p;
  18. Teaching responsibility to rural elementary youth: Going beyond the urban at-risk boundaries. By: Compagnone, Nick. JOPERD: The Journal of Physical Education, Recreation & Dance, Aug95, Vol. 66 Issue 6, p58, 6p, 4 charts, 2 graphs
  19. Matus, D. E. (n.d.) Urban high school classroom management: A humanistic

Approach (Available in Vista as Urban 4)

  1. Warren, J., Edmonson, H., Griggs, P., Lassen, S., McCart, A., Turnbull, A., &

Sailor, W. (2003). Urban applications of school-wide positive behavior support: Critical issues and lessons learned. Journal of Positive Behavior Interventions, 5(2), 80-91. (Available in Vista as Urban6)

  1. Cotton, K. (n.d.). Schoolwide and classroom discipline (available in Vista as Urban5)
  2. Smith, A., Kahn, J., & Borowsky, I. (n.d.). Best practices in reducing school violence (available in Vista as Urban 9)

Websites: